Author. 



* * o 




Title 



Class. 

Book • wGa.CL 



Imprint . 



16—47372-1 OPO 



g>UU ifrmal? Normal Sriyonl 

FARMVILLE, VIRGINIA 



TRAINING SCHOOL WORK 

FOR 

SPECIAL DAYS 
1913 



SPECIAL DAYS 



IN 



THE TRAINING SCHOOL WORK 

OF 

The Kindergarten and Elementary Grades 



Selected and Arranged 

BY 

THE TRAINING SCHOOL FACULTY 

OF 

The State Female Normal School 

FARMVILLE, VIRGINIA 



published by 

The State Female Normal School 

farmville, virginia 



»s»: 



>V 



copyrighted by 

The State Female Normal School 

1913 



The publishers will gladly grant permission for the reprinting of this material for 
educational purposes. 



Any one desiring a copy of this bulletin may secure it by sending fifteen cent s to cover 

the cost of printing and mailing. Address : 

The Book Room, 

State Normal School, 

Farmville, Virginia. 

Superintendents can secure larger quantities at somewhat less cost. 






©CI.A351985 

4t /N / 



V 

TABLE OF CONTENTS 



PAGE 

General Statement .". 5 

The observance of special days in the school. This bulletin a 
part of the Training School Course of Study. 

Authorship _ 5 

Days Observed..., 8 

Brief Outline of Work by Days 9 

Detailed Outline of Work by Grades _ 18 

Typical Special Day Programs 54 

Sources of Songs and Games 61 



GENERAL STATEMENT 

The observance of special days has come to be a recognized 
practice in the public schools. The members of the Training 
School Faculty believe that this is a worthy practice; they 
have given much study to the problem of increasing its value ; 
and they take this means of sharing the results of their study 
with the teachers of the State. 

That the proper celebration of special days should be an 
integral part of school work is a belief that is rapidly gaining 
acceptance. Current educational journals contain many ar- 
ticles on the subject and several books have recently ap- 
peared.* 

The school work as it appears in this bulletin is a part of 
the Training School Course of Study now being prepared for 
publication. The underlying principle of the course of study 
— and of this bulletin — is that school zvork should minister 
to better living; the schools should improve the lives of 
the learners. The observance of special days is, or should be, 
a part of the lives of all pupils. It is the purpose of this bul- 
letin to show how the various school subjects can be drawn 
on to help the pupils to improve their observance of these days. 
It will also be noted that this bulletin shows how the pupils 
are helped in their study of the respective subjects. For 
example, the study of the Pilgrims and the first Thanksgiv- 
ing in America will help pupils to a better observance of 
Thanksgiving; and the study of this same history in con- 
nection with Thanksgiving will help pupils to a better study 
of this part of history. 

AUTHORSHIP 

As part of the Training School Course of Study this bulle- 
tin is the product of the cooperative efforts of the entire 
Training School Faculty. Not every member has contributed 
directly to the special day work, but through the respective 
committees each has helped. The Heads of Departments have 
aided mainly from the standpoint of securing progress in sub- 
ject matter; the supervisors have aided mainly in adapting 
subject matter to the needs of the children in the respective 
grades. 

*One of the best of these is Festivals and Plays in School and Else- 
where, by Chubb and Associates. 



Special Days 



The following officers and members of the Normal School 
Faculty constituted the Training School Faculty for 1912- 
1913: 

Joseph L. Jarman, President. 

Cliff W. Stone, Head of the Department of Education and 

Director of the Training School. 
*W. Arthur Maddox, Associate in Education and Principal of 

the Training School. 
J. Merrit Lear, Head of the Department of History and So- 
cial Sciences and Acting Principal of the Training 

School. 
Ellen J. Murphy, Supervisor of Seventh and Eighth Grades. 
Mary D. Pierce, Supervisor Fifth and Sixth Grades and 

Teacher of Education. 
Eleanor B. Forman, Supervisor Third and Fourth Grades and 

Teacher of Education. 
Bertha Wells, Supervisor of Second Grade and of Industrial 

Work in Grades I-IV. 
Mary Philippa Jones, Supervisor of First Grade and Teacher 

of Primary Methods. 
Grace E. Mix, Supervisor of Kindergarten and Teacher of 

Education. 
Mary E. Peck, Assistant Supervisor of Seventh Grade. 
Mamie P. Rohr, Assistant Supervisor of Sixth Grade. 
Maude I. Tillman, Assistant Supervisor of Third Grade. 
Alice Reed, Class Teacher of Fifth Grade. 
Julia Johnson, Assistant in Kindergarten and First Grade. 

J. Chester Mattoon, Head of Department of Manual Training. 

F. A. Milledge, Head of Department of Geography. 

James M. Grainger, Head of Department of English. 

Martha W. Coulling, Head of Department of Drawing and 
Form. 

Minnie V. Rice, Head of Department of Latin. 

Lila London, Head of Department of Mathematics. 

Ellen G. Perkins, Head of Department of Music. 

Florence A. Myer, Head of Department of Physical Edu- 
cation. 

Leola Wheeler, Associate in English. 

Mary C. Hiner, Assistant in English. 



*Absent on leave as research scholar, Teachers' College, New York City. 



General Statement 



The Standing Committees on the Training School Course 
of Study for 1912-13: 

Committee on Planning: Dr. Stone, Miss London, Mr. Lear, 
Miss Pierce, Miss Forman. 

Committee on Editing: Dr. Stone, Miss Pierce, Miss For- 
man, Mr. Grainger. 

Special committee for the organisation of the material for this 
bulletin: Miss Peck, Miss Rohr. 



DAYS OBSERVED 

^Patrons' Day. 
Hallowe'en. 
Thanksgiving. 
Christmas. 

Lee's and Jackson's Birthdays. 
Confederate Day (Grade VII). 
St. Valentine's Day. 
Washington's Birthday. 
Longfellow's Birthday (Grade VI). 
St. Patrick's Day (Grade VI). 
Easter. 
May Day. 

Virginia Day (Grade VI). 
Peace Day, May 18. 



*Patrons' Day is observed on whatever date is most practicable. It is 
well to observe the date set by the State Department of Education. 



BRIEF OUTLINE OF WORK BY DAYS 

[Note: The following brief outline shows the school work done in 
connection with the various special days observed. The main purpose in 
printing this outline is to indicate clearly the progress from grade to 
grade in the subject matter used. Too often the school work and the 
programs of special days have a deadening sameness from grade to 
grade. It often happens that some enthusiastic teacher in a lower grade 
uses the cream of the material, and ordinarily the teachers in the 
higher grades do not know what material has been used below their grades 
or how it has been used ; and, as a consequence, as the children pass 
from grade to grade they become less and less rather than more and 
more interested in the Great Days. 

As the following outline shows, in the work given in this bulletin care 
has been taken (1) to choose materials appropriate for the respective 
ages and stages of development of the pupils, and (2) to avoid undue 
repetition in the use of materials.] 



PATRONS' DAY 

As will be seen from the typical program for Patrons' Day 
given on page 54, the program is to be made up of material 
used in the regular classes. Therefore, no outline of this 
work is necessary either here or in the Detailed Outline of 
Work by Grades which begins on page 20. 



HALLOWE'EN 
Grade I. 

Stories of brownies and their pranks. 
Season and month when Hallowe'en comes. 
Some right ways of having fun at Hallowe'en. 

Grade II. 

A party in grade room. Brownies and lanterns cut from 
paper by the class. 

Grade III. 

Party — Songs and games, brownie and fairy stories, shadow 
pictures, cutting of Jack-o'-lanterns. 



10 Special Days 



Grade IV. 

Party — Bobbing for apples, peanut scramble, games, for- 
tune telling, etc. 

Free-hand cutting of Hallowe'en symbols. 

Grade V. 

Negro superstitions. 

Ghost stories for booklet. 

Night excursion with teacher — all masked as ghosts. 

Grade VI. 

Scotch Hallowe'en from Burns's "Hallowe'en" and "Tarn 
O'Shanter." (Read and interpreted by teacher.) 

Grade VII. 

Origin of Hallowe'en. 

Queer legends concerning the customs observed on this 
date. The weird and jocular phase of literature as affected 
by the ghost and goblin idea. 



THANKSGIVING 
Kindergarten. 

Thanksgiving as the climax of the harvest. 
The farmer's work and his contribution to the food supply 
of the home. 

Gratitude to those who help us get our food. 

Grade I. 

Things we have to be thankful for. How we show grati- 
tude — by enjoyment of our good things and by sharing them 
with others. Study of fall fruits and nuts. 

Grade II. 

The harvesting of pumpkins, pop corn, apples, and nuts. 
The Thanksgiving associated with the harvest. 



Brief Outline 11 



Grade III. 

Simple story of the first Thanksgiving, emphasizing the 
harvest and the feast ideas, and touching lightly the historic 
setting. 

Grade IV. 

Tableau or simple play as suggested by the reading of Co- 
lonial Children. 

Grade V. 

Story of the first Thanksgiving in New England, with em- 
phasis upon the Indians in the historic setting. 
Dramatization of parts of "Hiawatha." 

Grade VI. 

The Pilgrims in England, Holland, and America. 
The first Thanksgiving in its proper setting and associated 
with the "Harvest Home," the old English festival. 
"The Courtship of Miles Standish" dramatized. 

Grade VII. 

American Thanksgiving emphasized. 
Occasions for national Thanksgiving. 
President's Proclamation. 

Thanksgiving associated with the three great feasts of the 
Hebrews — Passover, Pentecost, and Feast of the Tabernacles. 



CHRISTMAS 
Kindergarten. 

Christmas as a time for making others happy. 
Simple gifts made for parents. 

Grade I. 

The babe Christ — the great gift. 
The visit of the Shepherds. 
The Santa Claus idea. 



12 Special Days 



Grade II. 

The first Christmas. 

Bible verses about the birth of Christ read to class. 
Christmas tree decorations and gifts made. 
"The Night Before Christmas" dramatized. 

Grade III. 

Story of the Nativity read to class from Bible. 
Story of the Wise Men — 

a. Bible. 

b. Legendary. 
Christmas booklet for gift. 

Grade IV. 

Story of the Nativity continued from Bible, emphasizing 
the Roman custom of census taking and taxing. 

Spirit of Christmas through the idea of Father Christmas. 
Festival side of Christmas through songs and games. 

Grade V. 

The Christmas giving and receiving. 

"Bird's Christmas Carol" as an illustration of one phase of 
giving. 

The religious idea through Murillo's pictures of the Christ- 
child. 

Christmas booklet for language work. 

Grade VI. 

Christmas in European countries — England, Germany, 
France, Holland, Norway and Sweden, with emphasis upon 
old English customs. 

Carol singing. 

Christmas giving extended to include poor children. 

Grade VII. 

Systematic study of the life of Christ begun, using pictures 
by the great masters. 

The giving idea as shown in Dickens's Christmas Carol 
and Van Dyke's The Mansion. 



Brief Outline 13 



LEE'S AND JACKSON'S BIRTHDAYS 
Grade II. 
Stories of Lee's boyhood and his kindness to his mother. 

Grade III. 

Simple stories of Lee's and Jackson's lives. 
The Confederate flag identified. 

Grade IV. 

Stories of Lee and Jackson as soldiers and generals. 
Conversation comparing them with Greek generals studied 
by class. 

Grade V. 

Lee's personal life as in Williamson's Life of Lee. 
Child life in South during the war as shown in Tzvo Little 
Confederates. 

Confederate flag drawn. 

Grade VI. 
Lives of Lee and Jackson compared. 

Grade VII. 
A Southern Day program. 

ST. VALENTINE'S DAY 
Kindergarten. 

Idea of a valentine as a letter to our friends. 

Story of St. Valentine. 

Cutting and pasting valentines — hearts and lace paper used. 

Grade I. 

Day noted as one on which dainty messages of love are 
exchanged in the home or among friends. 
Valentines made by patterns. 



14 Special Days 



Grade II. 

Deeds of kindness noted. 

Post-office with postmaster and carriers for delivering val- 
entines made by class. 

Selecting and writing messages. 

Grade III. 

The legend of St. Valentine re-used for oral and written 
work in composition. 

Drawing, painting, and free-hand cutting of valentines. 

A valentine box is opened, after which the children sing 
songs and play games appropriate to the season. 

Grade IV. 

Selection of sentiment for messages. 
Original couplets made. 
Valentines designed and decorated. 

Grade V. 

Distinction between desirable and undesirable valentines. 
Verses and pictures collected and criticised. 
Poems and songs suited to the grade. 
Making of valentines. 

Grade VI. 

Old valentine customs of England, Scotland, and parts of 
France. 

Original rhymes with attention given to meter and sen- 
timent. 

Artistic designs especially encouraged. 

Grade VII. 

Sending of comic valentines discouraged. 
Valentine fortune games and other suggestions given for 
ways of entertaining at this season. 
Valentine favors made. 



Brief Outline 15 



WASHINGTON'S BIRTHDAY 
Kindergarten. 

Beginning of the patriotic idea through children's interest 
in the soldier — George Washington the typical soldier. 

Grade I. 

Stories of Washington's childhood to illustrate his truth- 
fulness, courage, and endurance. 
Making of first flag dramatized. 
Study of the flag and meaning of colors. 
Program. 

Grade II. 
Stories of Washington's bravery as a boy and as a soldier. 

Grade III. 

Washington's school days. 

The story of our flag reproduced for booklet. 

Grade IV. 

Washington as a hero from "Stories of Old Times." 
Plantation life and customs in Washington's time. 

Grade V. 
Washington's private life and his rules of conduct. 

Grade VI. 

Washington's family in England and America. 
Colonial customs. 

Mount Vernon as a typical Colonial home and the relics 
preserved there. 

Grade VII. 

Washington through the Revolutionary War and as the 
first President of our country. 

The Craigie House and Newburgh on the Hudson in his- 
tory and as they are to-day. 



16 Special Days 



Washington's Monument at Washington, story of its build- 
ing; also the equestrian statue in the Capitol Square at Rich- 
mond, noted as a product of art. 



LONGFELLOW'S BIRTHDAY 
Grade VII. 

A program consisting of poems and songs by the author; 
also a composition on his life and the place he holds among 
American writers. 

EASTER 
Kindergarten and Grades I and II. 

In these grades the Easter idea is embodied in early spring 
nature work, of the unfolding life of trees, plants and flowers. 
The work done in this connection is really part of the spring 
work, and is written up for each grade under "Seasonal 
Interests" in the Training School Course of Study. 

Grade III. 

Nature's awakening associated with Christ's resurrection. 
The story of the resurrection from the Bible. 

Grade IV. 

The lily as an Easter emblem. 
Easter bells emphasized. 

Grade V. 

Easter church service. 

Choir boys and Easter music stressed. 

Grade VI. 

The origin of Easter. 

Easter symbols and their meaning. 

Grade VII. 

Study of the life of Christ concluded at Easter time; 
events of Passion Week taken in detail. 



Brief Outline 17 



MAY DAY 
All Grades. 

The school work in music and physical education contrib- 
utes largely to the celebration of May Day. 

PEACE DAY 

Grades IV, V, VI, VII. 

The uselessness of war, its destructiveness, cruelty, and im- 
morality, the development of the peace movement, the efficacy 
of arbitration in settling disputes, and the beauty of peace, 
are shown in the regular work in history, civics, literature, 
and current events. 

The program consists of peace songs, poems, and essays, 
and a debate on some aspect of the subject suggested by 
recent events. 



DETAILED OUTLINE OF WORK BY GRADES 

Notes : (1) What this outline shows. The following somewhat de- 
tailed outline shows the school work done by each grade in connection 
with the various special days observed. It also shows the part each 
school subject has in the study of these days. Only those subjects help 
that have something to offer. For example, if the arithmetic work of a 
given grade does not fit in with a given special day, no arithmetic time 
is taken for work connected with that day. A specific illustration of 
this is found in the work outlined for Easter. Arithmetic does not lend 
itself well to increasing the understanding and appreciation of Easter, 
hence no arithmetic work is planned for any grade. Another illustration 
is the work outlined for the fifth grade in connection with Washington's 
Birthday; the arithmetic work does not fit and no arithmetic time is 
taken to prepare for a Washington's Birthday celebration. But the Fifth 
Grade work for Christmas includes the arithmetic work involved in 
buying presents, etc. So, with each subject. If it fits into the study of 
a day it is used to help in the preparation for the celebration ; if not, 
no time is taken from it for this purpose. 

(2) The order in which the subjects appear. There is no uniformity 
in the order in which the subjects appear. The aim has been rather to 
arrange the subjects in each case in the order which best shows their 
relations (1) to the pupils' understanding and appreciation of the day 
being studied and (2) to each other. The first work of the opening 
subject is often mainly that of enabling the pupils to realize their need 
to study the day; and the main part of this study may be done in 
other subjects. For example, because little children have experienced 
receiving valentines more than making them, in the Kindergarten they 
study valentines first in language as "letters to our friends." Then in 
industrial work they study the construction of valentines, and in litera- 
ture, the origin of the day. But by the time the pupils reach the Fifth 
Grade they have had experience in the construction and form of valen- 
tines, and they can best be made conscious of their need of improving 
their celebration of the day by considering the art side of valentines 
first. Hence drawing opens up the Fifth Grade work on this day. 

(3) This outline mainly suggestive. No teacher should expect to fol- 
low this outline exactly as printed. There are several reasons for this. 
The outline may give more material than a teacher has time to use. In 
such a case the least important should be omitted. Then, too, the teacher 
may not have at hand the subject matter here listed; for while the sub- 
ject matter of the State texts has been utilized to a large extent, much 
of what is here given supplements the State texts, and must be secured 
from other sources. Though teachers will not find this material difficult 
to secure, to get it requires the expenditure of considerable time and some 
money; hence it is advisable to get as much as practicable the first year 
and then add to it from year to year. Finally, there is doubtless other 
material quite as good that can and should be used. If, for example, a 
teacher of Grade Six does not have "The Courtship of Miles Standish" 
studied, she can still have good work for Thanksgiving. She will prob- 
ably wish to work toward a program somewhat like the second of the 
two typical Thanksgiving programs and her English work will be modi- 
fied accordingly. Again, a teacher may not have certain songs given 
here ; but she may have others which are as good and which express 
practically the same spirit. She should use what she has. 



Notes 19 



(4) Teachers' aims as given in this outline. So far as practicable the 
teacher's main aim in using each unit of subject matter is given. The 
reasons for doing this would be more evident if the entire course of 
study were given here instead of only the part dealing with special days. 
The main reason is that unless a definite purpose is kept in mind the 
work may be merely interesting to the pupils and may fail to advance 
them in the particular subject, the time of which is being taken for the 
work. It is realized that there are other and perhaps better aims than 
those named, and that aims should often be different with different 
classes of children. 

(5) The numbers in parentheses. The numbers in parentheses are used 
for economy in printing. They refer to books and other sources from 
which songs and games may be secured. A list of these sources is given, 
together with their respective numbers, on pages 61 to 62 of this bulletin. 



20 Special Days 



KINDERGARTEN 
Thanksgiving. 

Language — Talks with the children bringing out the idea 
of Thanksgiving as the climax of the harvest. The farmer's 
work and his contribution to the food supply of the home. 
Gratitude to those who help us get our food. 

Industrial Work — Vegetables cut and colored or made 
from clay. Baskets and plates decorated for dinner table. 
Feast in the Kindergarten with decorations by children. 

Literature — Story: "How Patty Gave Thanks"; Pouls- 
son's In the Child's World. 

Music — "We Thank Thee, Heavenly Father, for Sunshine 
and for Rain" (13). 

Christmas. 

Industrial Work — Simple gifts made by the children for 
their parents. Paper construction, crayoning, paper cutting. 
Christmas tree decorated by children for fathers and mothers. 

Moral Education — Christmas a time of giving to other peo- 
ple to show our love for them. 

Literature — Stories : "A German Legend of the Christmas 
Tree," in Bailey and Lewis's For the Children's Hour; 
Bailey's "The Christmas Rose," in Poulsson's In the Child's 
World; Wiggins's "Santa Claus and the Mouse," in The 
Story Hour; "Piccola" ; The Bible story of the Christ Child. 

Music— "Old Santa Claus Puts on His Cap" (16), "The 
Toyman's Shop" (13), "Once within a Lowly Stable" (7). 

St. Valentine's Day. 
Language — Idea of a valentine as a letter to our friends. 

Industrial Work — Cutting and pasting valentines, using 
hearts and paper lace. 

Literature — Story: "A Legend of St. Valentine," Pouls- 
son's In the Child's World. 

Music — "Good Morning, Mr. Postman" (24). 



Kindergarten 21 



*Washington's Birthday. 

Civics — Beginning of patriotic idea emphasized through 
children's interest in the soldier. George Washington as the 
typical soldier. 

Rhythm — Playing soldiers. Marching in lines of ones, 
twos, and fours. Halting and standing at command. 

Industrial Work — Making flags, soldier hats, and badges. 

Literature — Selected stories of Washington as a boy and 
as a soldier. 

Music — "Hurrah, Hurrah, We March Along With a Beau- 
tiful Flag, As You See" (2), "Forward March, Boys, Brave 
and True and Strong" (3). 

Easter. 

Nature Study — Things developed from the nature side. 
Unfolding life of trees, plants, and flowers. 

Industrial Work — Coloring Easter cards. 

Literature — Stories : "The Lily Bulb," Kindergarten Maga- 
zine; "A Lesson in Faith," Poulsson's In the Child's World. 

Music — "The Seeds and Flowers Are Sleeping Sound" 
(7), "Little White Snowdrop Just Waking Up" (16). 

*For typical program on Washington's Birthday, by the Kindergarten 
and First Grade pupils, see page 58. 



22 Special Days 



GRADE I 
Hallowe'en. 

Industrial Work and Drawing — Jack-o'-lanterns of orange 
colored paper, outlines cut by pattern, faces free-hand. 
Mounted as border for room. 

Music— "Jack-o'-lantern" (38 a), "The Brownies (21). 

Nature Study — The presence of pumpkins in the room leads 
to the learning of some facts about their growth, size, color, 
uses, etc. 

Language — Conversation lesson on right ways of having 
fun at Hallowe'en gives opportunity for free expression of 
the child's own thoughts and experiences. 

Literature — The work of good fairies and brownies illus- 
trated by the story of "The Shoemaker and the Elves," and 
Mary Howitt's "Fairies of the Caldon Low," simplified and 
told as a story. 

Games — Hallowe'en party in the room and appropriate 
games played. 

Reading — Children's vivid experiences with Jack-o'-lan- 
terns utilized in blackboard reading lessons on this subject. 

Thanksgiving. 

Industrial Work and Drawing — Doll's Thanksgiving table 
set with dishes and fruits of clay and colored plasticene; 
knives, forks, spoons, cloth, and napkins of paper. Turkeys 
cut by pattern from paper and colored. Coops made for 
turkey for doll-house yard. 

Language- — In a conversation lesson, children are led to 
think and speak of our many blessings and how we can best 
show gratitude by our own enjoyment of good things and by 
sharing with others. Opportunity given for spontaneous self- 
expression. 

Literature — Marian Douglass's "A Good Thanksgiving," in 
November Plan Book, read to the children. Cecil Alexan- 
der's poem, "All Things Bright and Beautiful," memorized. 
These both aim at heightened appreciation of the points 



Grade I 23 

brought out in the language lesson. Maud Lindsay's "The 
Turkey's Nest" told for enjoyment and dramatized by the 
children. 

Music— "Children's Litany" (24), "Mr. Duck and Mr. 
Turkey" (2). 

Games — Hofer's "Haymaking Dance" (25 b), Bancroft's 
"Leaves Are Green" (46), and Newton's "Ten Little Indians" 
(45). 

Nature Study — Fruits and nuts used at Thanksgiving 
dinner. 

Christmas. 

Industrial Work and Drawing — For skill and study of 
form, cut free-hand, color, and mount toys for the toy store 
or paste them on large outline drawing of Christmas tree. 
Expression is given to the true Christmas spirit by making 
Christmas presents for parents such as needlebook, blotter, 
calendar, cornucopia, chains, bells, etc., made for tree and in- 
vitations to Christmas entertainment decorated. 

Literature — Stories chosen to express the spirit of the sea- 
son: Maud Lindsay's "Gretchen," Bailey and Lewis's "Mrs. 
Santa Claus," Katherine Greenland's "How the Chimes 
Rang," in Knights of the Silver Shield. Poems : Eugene 
Field's "Why Do Bells for Christmas Ring?" memorized. 
Moore's " 'Twas the Night Before Christmas" read for pure 
enjoyment. 

Music— Luther's "Cradle Hymn" (35), "Santa Claus" (3), 
"A Letter to Santa Claus" (19 or 20). 

Bible — The birth of Christ and visit of the shepherds. 
Luke 11:1-21. 

Language — Conversations about Santa Claus, what he 
brings, etc., lead to expression of happy experiences, while 
those involved in planning the Christmas presents call for 
clear expression of thought by the child. 

Arithmetic — Children buy and sell in a play toy store to 
teach value of small coins and a few addition combinations. 

Game — Dance around the tree. 

Reading — Action sentences based on Christmas tree and 
toys. 



24 Special Days 



Valentine's Day. 

Industrial Work and Drawing — Valentines made by pat- 
tern, using red hearts, tiny scrapbook pictures, etc. 

Music — "A Birdie's Valentine," in Tomlin's A Child's Gar- 
den of Song. 

Language — Meaning of the day as time for exchange of 
messages of love between friends. Legend of St. Valentine's 
Day retold by children for the benefit of those who have not 
heard it before. Valentine messages suggested by the chil- 
dren and written on board by the teacher. Choices made for 
their valentines. 

*Washington's Birthday. 

Language — Stories of Washington's childhood and youth 
to illustrate his truthfulness, perseverance and courage related 
by the teacher. Retold by children for practice in connected 
narrative. Meaning of the colors in the flag. Story of the 
first flag dramatized by the children. 

Music— "Little Soldiers" (41 a), "Marching Song" (19), 
"Rub-a-dub-dub" (19). 

Games — Newton's "Marching Song," Newton's "Soldier 
Boy" (45). 

Industrial Work and Drawing — Make flags to decorate 
booklet. Fold soldier cap to march in on Washington's Birth- 
day. Cut hatchets free hand, the best chosen as a pattern and 
hatchets cut for border for room. 

Easter. 

Nature Study — Reawakening life observed in early-bloom- 
ing bulbs, budding of trees, germination of seeds ; little chick- 
ens and rabbits; emerging of moths from cocoons. 

Music— "Nature's Easter Story" (7), "The Bunny" (2), 
"The Chicken" (2). 

Industrial Work and Drawing — A pet rabbit in room. 
Drawn free-hand, cut out, and mounted to decorate room. 
Easter cards made with hektograph designs of little chickens 
and rabbits. 



*For typical Washington's Birthday program, given by the First Grade 
and Kindergarten pupils, see page 58. 



Grade I 25 

Literature — Kate L. Brown's "The Seed" memorized. 
Beatrix Potter's "Peter Rabbit" read for enjoyment. "The 
Sleeping Princess" told and retold by teacher as often as 
called for. Later retold by children for practice in connected 
narrative. 

Games in Season — Burchenal's "The First of May" (47), 
Hofer's "French Flower Round," Hofer's "Swiss May 
Dance" (25 b). 



26 Special Days 



GRADE II 
Hallowe'en. 

Play — A party is given in the classroom for the children's 
enjoyment. The room is darkened, lanterns are lighted, and 
games are played, such as "Bobbing for Apples" and "The 
Brownie Game." 

Industrial Work and Drawing — Lanterns made and faces 
drawn and pasted in to develop idea of form and proportion. 
Brownies cut to make border for room to increase interest in 
the occasion. 

Music — "Jack-o'-lantern" (17), to increase the merriment 
of the hour. 

Thanksgiving. 

Language — Conversation lessons on how to show our 
thankfulness, and on how other people have shown their 
thankfulness, to afford opportunity for free expression of 
ideas. Selected stories retold by the children to develop oral 
expression. 

Industrial Work and Drawing — Modelling fruits and vege- 
tables to develop idea of form. Illustration by paper cutting 
of "Over the River and through the Wood" for blackboard 
picture and story selected from "Hiawatha Primer" and 
worked out on sand table. Both for better appreciation of 
subject matter. Drawing in colors of apples and pumpkins 
to develop sense of color. 

Literature and Reading — "Over the River and through the 
Wood" memorized for enjoyment. Psalm LXV, 11-13, 
memorized to increase appreciation for the spirit of thanks- 
giving. Thanksgiving stories read to class for enjoyment. 
Stories pertaining to the season of Thanksgiving selected 
from supplementary readers and read by individual children 
to class to increase interest in reading and to give practice in 
clear enunciation and good pronunciation. 

Music — "The Squirrels' Thanksgiving" (40 b), "Thanks- 
giving Song"; "Children's Litany" (24), re-used to afford 
pleasure to the children and to develop good tone quality. 

Arithmetic — Oral problems about fruits and vegetables to 
give practice in addition. 



Grade II 27 

Writing — Words and sentences about what we have for our 
Thanksgiving dinner, to give practice in writing. 

Games — "Oats, Peas, Beans, and Barley Grow" (46 or 
25); and Bancroft's "Hunting Game" (46) for social pleas- 
ure and physical activity. 

^Christmas. 

Language — Conversation lessons on the spirit of Christmas 
to give opportunity for free oral expression. Writing invi- 
tation to Christmas exercises to develop clear expression. 
Field's "Why Do Bells on Christmas Ring?" copied to keep 
in language books. 

Bible — Luke II, 8-14, memorized. Bible stories: The 
Birth of Christ, The Visit of the Shepherds, The Coming of 
the Wise Men, The Manger of Bethlehem, told to increase 
appreciation, rhythm, and good tone quality. 

Literature — Moore's "A Visit from St. Nicholas" memo- 
rized for enjoyment. Kate Douglas Wiggins's "The Story of 
the Nativity" and "The Fir Tree" read to class to develop 
aesthetic appreciation. 

Industrial Work and Drawing — Christmas gifts, pin rolls 
and calendars are made to give to parents, Santa Clauses car- 
rying sacks of candy for first-grade children, decoration bells 
made to dress Christmas tree to strengthen the spirit of giv- 
ing in the children. "A Visit from St. Nicholas" worked out 
on sand table to clarify ideas, to afford pleasure and oppor- 
tunity for physical activity, and to develop the creative power 
in the child. Snow scenes drawn with crayola to develop sense 
of color and idea of placing. Decorations on invitations to 
send to parents to develop rhythm in use of units. Children 
draw presents they would like to get for Christmas. This 
gives opportunity for original work and free expression of 
ideas. 

Music — "Santa Claus" (41 a), "Christmas Chimes" (41 a), 
"Bethlehem Stable" (12), "Christmas Play" (17), "Santa 

*A typical Christmas program, that embodies much good school work 
and affords an excellent expression of the true Christmas spirit, may 
be found in the Virginia Journal of Education, November, 1912. This 
program is a play, entitled "Santa's Visit to Favorite Children," worked 
out by the Second Grade of the Training School, Miss Elizabeth Falls, 
Supervisor, Farmville, Virginia. 



28 Special Days 



Claus" (1), "The First Christmas" (26), to develop aesthetic 
appreciation, rhythm, and good tone quality. 

Games — "Dance Around Tree," Hofer's The Christmas 
Wreath/' to afford social enjoyment and opportunity for 
physical activity and to develop sense of rhythm. 

Lee's Birthday. 

Literature — Stories of Lee's boyhood and his kindness to 
his mother told to the children to increase their appreciation 
of his greatness of character. 

Language — Stories reproduced by the children for oral ex- 
pression. 

Valentine's Day. 

Language — Conversation lesson on what are deeds of kind- 
ness and on what a valentine should express, and messages 
selected and written to fix habits of good oral and written 
expression. 

Literature — "The Story of Valentine," Plan Book, Feb- 
ruary; "How Valentines Are Made"; "Five-Minute Stories," 
to give enjoyment to class. 

Industrial Work and Drazving — Valentines are made to 
put in post-office in grade-room. Postmaster and carriers are 
selected and valentines are delivered for the social enjoyment 
of the children. 

Music — "Valentines" (38 a) ; "A Recipe for a Valentine" 
(19), learned to add interest to the day. 

Washington's Birthday. 

Literature — Stories of Washington's bravery as a boy and 
as a soldier for ethical value. 

Language — Sentences composed and copied and stories re- 
told to give practice in good oral and written expression. 

Music— "Soldier Song" (40 a) ; "Salute to the Flag" (20), 
to develop idea of patriotism and sense of rhythm. 

Industrial Work and Drazving — Badges and flags made and 
colored to increase interest in the day and to develop idea of 
patriotism. 



Grade II 29 

Arithmetic — Measuring involved in making badges and 
flags to secure skill in using the rule. 

Games — Newton's "King of France" (45) to afford oppor- 
tunity for physical activity and social enjoyment. 

Easter. 

Language — Class discussions about the return of birds, the 
blooming of flowers, the budding of trees, the awakening of 
all nature into life, held each day during the week preceding 
Easter Sunday for better appreciation of the spirit of spring, 
the return of life. Reproduction of Easter stories to give 
opportunity for clear oral expression. Picture, "The Easter 
Eggs," studied to afford opportunity for original work. 

Literature — "The Lily," Plan Book, April, read to class 
for aesthetic appreciation. 

Music — "Mother Hen" (39 a), to increase interest in the 
day. "At Easter Time" (15), for aesthetic appreciation. 

Industrial Work and Drawing — Design using eggs, chick- 
ens, and rabbits for Easter blackboard border to develop cre- 
ative power. Easter cards to send to friends designed to give 
practice in use of units and encourage creative, original work. 



30 Special Days 



GRADE III 
Hallowe'en. 

Language — Conversation lesson recalling to children the 
approaching festival and securing from them suggestions for 
appropriate room decorations to be used at their party. After 
the party, writing letters to some friend or relative describing 
their good time at the party. This furnishes a means for 
giving drill in correct letter forms as well as ease and free- 
dom of expression in oral language. 

Music — Rote song, "Jack-o'-lantern Pumpkin Head" 
(21). Drill: Selection of like musical phrases; recognition 
of recurring octave and tonic chord intervals. 

Literature — Readings from Cox's Brownie Stories and 
from Mulock's Adventures of a Brownie. A re-use at the 
party of Grimm's "The Shoemaker and the Elves," and a tell- 
ing of the story of "Queen Zixie of Ix," in St. Nicholas, be- 
ginning November, 1904. 

Industrial Work — The cutting of Jack-o'-lanterns from 
pumpkins. Entire freedom and originality are allowed chil- 
dren. 

Party — The schoolroom is darkened and lighted by the 
Jack-o'-lanterns. Children are told stories of good brownies 
and fairies, and play "Blind Man's Buff," "Bobbing for 
Apples," and make "Shadow Pictures." Games may be found 
in Bancroft's Games for the Playground, Home, School, and 
the Gymnasium, and in Johnson's Education by Games. For 
list of stories, see Literature. 

Thanksgiving. 

Language — Talks about why Thanksgiving is observed and 
how we may show our thanksgiving. The copying of Thanks- 
giving poems to be bound into a booklet for practice in copy- 
ing poetry. Study of words connected with Thanksgiving 
work. 

Literature — Memorizing the following selections : Psalm 
LXV, 11-13; "Thanksgiving Joys," George's Primary Plan 
Book; "Thanksgiving," page 102, School Year Book, No. Ill; 



Grade III 31 

Kate D. Wiggins's story of "The First Thanksgiving" told to 
the children. 

Industrial Work — The story of "The First Thanksgiving" 
reproduced on the sand table. Covers made for the Thanks- 
giving booklet, giving practice in measuring and skill in fold- 
ing and cutting. 

Music— Teaching the following rote songs: "We Thank 
Thee," manuscript; "Popcorn Song" (42), "Patriotic Hymn" 
(24). Drill: Vocal drills taken from the "Popcorn Song" 
for practice in securing light tone quality; tapping selections 
from songs for recognition. 

Drawing — Designing cover for booklet. Suggestive work ; 
the cutting or painting of fruits, and studying out a border 
arrangement or a fruit that may be used as a central deco- 
ration. 

Games — "Harvest Festival" (45). 

Christmas. 

Language — Conversation with children allowing them to 
tell what Christmas means to them and from this leading up 
to what Christmas should mean in the true sense. A written 
reproduction of the story of "The Wise Men" to be bound in 
the Christmas booklet. Copying of poems and mottoes for 
same purpose. Writing original letters to friends telling 
"What We Did in School at Christmas" and "What Santa 
Claus Brought Me." Writing invitations to parents for 
Christmas program. Spelling words connected with gift- 
making, written work, arithmetic, and songs. 

Literature — Nora Smith's "Christmas Story" and Eugene 
Field's poem, "Why?" re-used from previous grades. Sher- 
man's "Bells of Christmas" memorized. Stories of the Christ 
Child taken from Proudfoot's Child's Christ Tales read to 
the children. Bible readings of the Nativity. Story of the 
Wise Men compiled from various sources and adapted. Ref- 
erences: The Bible, Van Dyke's The Other Wise Man, 
Ladies' Home Journal for December, 1910. 

Music — Teaching the following rote songs : L. H. Red- 
ner's "O Little Town of Bethlehem," verses one and two 
(43) ; "Christmas Carol" (19), "Sing, Little Children, Sing" 
(15), "Shine Out, O Blessed Star" (15), "Christmas Star" 
(35), "To Santa Claus" (26), "Christmas Secrets" (20). 



32 Special Days 



Art and Drawing — Study of pictures of madonnas and the 
Wise Men; tinting designs on Christmas cards and booklet 
cover that are already outlined ; originating on squared paper 
straight line stencil designs for lamp mats and sofa cushions; 
decorating candy boxes, using the holly berry and straight line 
motif. 

Industrial Work — Paper cutting illustration of the story of 
the Wise Men; the binding of written work into booklet; mak- 
ing sofa cushion or lamp mat gift from burlap stamping in 
the stencil design with easy dyes and outlining with chain 
stitch ; making calendars, candy boxes, and paper files for 
gifts. This work gives practice in measuring and skill in 
manipulation of tools and materials. 

Geography — General idea of Palestine in the time of Christ 
and now. 

Reading — The stories of "The Fir Tree," "The Disconso- 
late Pine," "The Little Match Seller," and "A Visit from St. 
Nicholas," read from the grade readers. Various short 
stories connected with Christmas are selected by the teacher 
and clipped from old magazines for the purpose of giving 
practice in sight reading. 

Arithmetic — The setting up of a toy shop and buying and 
selling toys, using the addition, subtraction, and multiplication 
processes. 

Games — "Twining the Wreath" (25 b), "Christmas 
Wreath" (25 a), "Christmas Festival" (45). 

Lee's and Jackson's Birthdays. 

Language — Brief talks giving in story form such accounts 
of the lives of these two great heroes as the children can un- 
derstand and appreciate. Simple written exercises in question 
and answer form based upon the above stories. 

Games — "Soldier Boys' Drill" (42). Boys are dressed in 
cambric costumes of the Confederate gray and carry Con- 
federate flags. 

St. Valentine's Day. 

Literature — The story of St. Valentine from George's Pri- 
mary Plan Book, told to the children and reproduced. "Big 
Brother's Valentine," found in Bailey's For the Children's 
Hour, read to the class for enjoyment. 



Grade III 33 

Language — The copying of the story of St. Valentine in 
letter form to be sent as a valentine to the children's mothers. 
The selection and copying of verses for valentines. Study of 
words describing pretty valentines. 

Music — Rote song, "Valentines" (20). Drill: Recogni- 
tion and selection of the recurring strong tones of the scale. 

Industrial Work — Free-hand cutting of valentines from 
cardboard and paper. 

Drawing — Painting valentines. 

Games — Playing of "Meeting and Greeting" (25 b), chang- 
ing the word partner to valentine. 

Washington's Birthday. 

Language — Stories of Washington's boyhood re-used from 
Grades I and II, special attention being given to Washington's 
school days, selecting those stories that will describe his school 
sports and his habits of study. The story of "Our Flag" re- 
used from Grade I and reproduced in written form. Study 
of patriotic words. References: Year Books I, II, and 
III, and the February number of the Primary Plan Books, 
as published by A. Flanagan Company, Chicago ; Educational 
Bulletin XIII, published by the State Department of Educa- 
tion, Raleigh, North Carolina ; the Primary Month by Month 
Books, published by A. S. Barnes & Co., New York, and the 
current school magazines. 

Music — Teaching the following rote songs : "There Are 
Many Flags in Many Lands" (42), "Our Flag" (19), and 
"The First Flag" (26). 

Industrial Work — Cutting paper flag design for booklet 
cover. Mounting in chart form pictures of Washington and 
Mount Vernon. 

Games — Formal marching with salutes. 

Easter. 

Language — Relating the observances of the renewal of life 
in trees, flowers, grasses, and insect life. Recalling the ob- 
servances of nature in the fall and winter. Tell the story of 
Christ to the Ascension. Give Bible readings from the story 
of the resurrection. Have children commit to memory appro- 
priate Easter verses. Copying of the song-poem, "At Easter 
Time," for practice in the use of quotation marks and capi- 
talization. 



34 Special Days 



Music — Teaching the following rote songs : "At Easter 
Time" (15), and "Easter Song" (19). 

Drawing — Tinting of Easter cards that are already de- 
signed. 

Literature — Story of "Herr Oster Hase," in Bailey's For 
the Children's Hour, told to children and reproduced orally. 



Grade IV 35 



GRADE IV 
Hallowe'en. 

Drawing — Free-hand cutting" of symbols for decoration of 
post-cards and blackboard borders; the selection of appro- 
priate colors and units for the purpose is the main problem 
involved, as most of those used have become familiar to the 
children in one or the other lower grades. 

Music — Song, "Hallowe'en" (38 a), taught by rote, sug- 
gestive in word and musical phrasing of the spirit of fun and 
frolic in the home or social gathering. The decorations and 
song are the children's contribution towards entertainment at 
an informal grade "party," where "bobbing" for apples and 
funny "fortunes" are tried by everybody. 

Thanksgiving. 

Industrial Work — Making of simple caps, collars, cuffs, 
etc., of paper or stiff cambric, for costumes to be worn in a 
tableau; the problem involved is cutting from a pattern. 
Booklet for story and arithmetic work done in connection with 
the day. 

Reading — Stories of colonial life from books in the Juven- 
ile Library, especially "Mary of Plymouth," Otis series. A 
good story to give the picture of every-day home life in early 
New England as it looked to a child; suited to the practical 
attitude of ten-year-old children. 

Music — "The Turkey's Drumstick" (44). Review of fa- 
vorite songs learned in previous grades. "A Child's Thanks- 
giving" and "For Peace and for Plenty" are usually sung. 

Drawing — Design for Thanksgiving menu card or for 
booklet cover. This is usually a problem in coloring a simple 
line drawing which has been traced by the teacher, the subject 
chosen by the children, being suggested by the stories they 
have read. 

Language — Selection of a phase of the Thanksgiving story 
to be given as a tableau; simple written description of the 
scene which they wish to picture in the tableau, from outline 
suggested in class, or letter describing the "play" given by 



36 Special Days 



Grade V or VI. This involves one conversation lesson, in 
which the outline is made, and practice in paragraph writing. 

Physical Education — "Vineyard Dance" (Crampton), 
"Harvest Dance" (Burchenal), usually given at the time of 
the presentation in the Assembly of the Thanksgiving pro- 
gram prepared by Grade V or VI. 

Bible — Story of the harvests in Egypt from the story of 
Joseph. Review of Psalms LXVII, C, CXVII. 

Arithmetic — Finding the cost of supplies for a Thanksgiv- 
ing dinner menu ; quantities and prices listed for class by com- 
mittees from class, involving multiplication by more than one 
figure, rapid addition drill, making out of orders and bills. 



Christmas. 

Bible — Story of the Nativity from St. Luke and St. Mat- 
thew. Read by children. 

History — The Roman conquest of Greece as noted in 
"Tales of the Greeks" is made the basis for explanation of 
the taxation — census-taking — mentioned in the Bible story. 

Music — "The Christmas Tree" (40 a), "Christmas Carol" 
(40 b), "Christmas Star" (35), "Christmas Joys" (20), "The 
Wonderful Tree" (15), "O Little Town of Bethlehem," 
"Father Christmas" (40 b). 

Reading — Christmas stories in texts. Stories from juvenile 
magazines. 

Industrial Arts — Making of calendars, and desk or memo- 
randum pads for gifts; decorations chosen from fourth year 
fall and winter work as outlined in the Seigmiller Course. 
Decorations for class Christmas tree. 

Drawing — Cards for Christmas greetings, designs as noted 
above. 

Physical Education — "Minuet" (45), Newton. Used as 
part of general Christmas exercises in the auditorium. 

Language — Christmas carols and poems from Hazard's 
Three Years With the Poets reviewed and memorized. 
Most of these have been learned in previous grades. Drama- 
tization of story chosen by class from reading. (This is done 
in case the class does not present a Greek story in dramatic 
form earlier in the term.) The story selected is first outlined 



Grade IV 37 



in the language class, the most interesting "pictures" or inci- 
dents are chosen, what characters appear in each, and what 
conversation and action will best tell the story to the audience 
are discussed. The scenes decided upon are orally summa- 
rized and the class chooses a committee to "work up" each 
scene. When written, these are read to the class and criticisms 
given, the entire play being written, the actors are chosen, cos- 
tumes, if needed, are planned, and rehearsals begun with con- 
stant reference to presenting the story by picture, action, and 
voice so that it shall give pleasure to others. 

Lee's and Jackson's Birthdays. 

Language — Stories of Lee and Jackson as soldiers and gen- 
erals. (Mrs. Jackson's Life of Lee and Life of Jackson as 
teacher's reference.) Comparison with Greek and Roman 
generals. 

St. Valentine's Day. 

Industrial Arts and Drawing — Valentines designed and 
decorated. Children bring many designs which they collect, 
lessons in selection of artistic and appropriate models to be 
used in class. The Fourth Grade specializes in "wall-paper 
valentines." 

Language — Selection of sentiments for messages; original 
couplets made. 

Music— "February" ( 24 ) . 

Washington's Birthday. 

Music— "Washington Song" (26), "Flag Song" (40 b). 

Reading — "Our Hero of Heroes," from Stories of Good 
Old Times, by Cleveland; read or told to the children. 

Language — Topical outlines of stories as above, a child 
chosen by the class to tell each part in the Washington's Birth- 
day program, which is usually quite informally given to a few 
invited guests in the grade-room. 

* Easter. 

Music — Carol, "Easter Voices" (39 b). Review of Easter 
and spring songs learned in lower grades. 

*For a typical Easter program as given by Grade IV, see page 58. 



38 Special Days 



Drawing — The lily as an Easter emblem, studied and en- 
joyed, not always painted, but the class usually decides to use 
it for decoration of the cards of greeting which they make. 
Blossoms, peach, japonica, or apple, are used also, if in season, 
as affording practice in matching tints in water-colors, and of 
study of growth and arrangement of blossoms. The problem 
of spacing and lettering is usually undertaken for the first 
time without a model, worked out on the blackboard, and rough 
plans made and submitted for criticism by class and teacher 
before deciding upon a standard arrangement of blossom and 
lettering. 

Language — Story, "The Pattern Lily" {Kindergarten 
Magazine, April, 1903), or one from current juvenile or edu- 
cational magazines. 

The Easter and spring work of the grade sometimes culmi- 
nates in a program for the Friday assembly, in which the most 
interesting and suitable parts of the regular work for the sea- 
son are presented. 



Grade V 39 

GRADE V 

Patrons' Day. 

For typical Patrons' Day program as given by Grade V, 
see page 54. 

Hallowe'en. 

Language — A conversation lesson on negro superstitions to 
stimulate the children's interest and desire for expression and 
to afford the teacher an opportunity to study the children's 
usage. Written reproduction of a ghost story for suggestive 
scenes and words suited to the theme, and an original ghost 
story for choice of words and scenes. The stories put into a 
booklet. 

Drawing — Decoration of cover for booklet containing ghost 
stories for practice in processes listed for the grade. Board 
decoration iri which the children use but do not design stencils 
of witches, Jack-o'-lanterns, ghosts, black cats, or other Hal- 
lowe'en symbols, for practice in crayon and study of space 
division, as well as for consciousness of appropriate symbols. 

Excursions — If practicable, a night, ghost or lantern excur- 
sion with teacher for wholesome fun and discouragement of 
lawlessness. 

Manual Training — Jack-o'-lanterns of paper boxes for 
room decoration to learn how to make and paste the socket 
for the candle. 

Music— "Hallowe'en" (39 d). 

Thanksgiving. 

History — For intelligent appreciation of the day, the story 
of the first Thanksgiving in New England, with emphasis 
upon the Indians as constituting an important part of the his- 
toric setting. 

Literature — Study of "Hiawatha" for appreciation of the 
poem and of Indian life. Dramatization of parts of "Hia- 
watha" or other program illustrating Indian life. 

Drawing — Expression drawing for clear impression of pic- 
ture writing as described in "Hiawatha." Design for pro- 



40 Special Days 



gram cover for practice in processes listed for the grade. If 
needed, board decoration consisting of stencil drawings of In- 
dians, Indian corn, or other objects illustrating Indian life, for 
appreciation. Painting of pumpkin as in text for study in 
color. 

Manual Training — Costumes and other program needs in- 
volving processes listed for grade. 

Music — "The First Thanksgiving Day" (20), "Thanksgiv- 
ing" (40 c), "Indian" (26), "Harvest Song" (44). 

Language — A conversation about past Thanksgiving ex- 
periences to arouse interest and desire for expression. Orig- 
inal written composition for naturalness and spontaneity on 
the "Autobiography of a Thanksgiving Turkey," or other sim- 
ilar theme of interest to the children. 

Reading — Review and recitation of Child's "Thanksgiving 
Day," Three Years With the Poets, with special effort to 
avoid the sing-song effect. 

Physical Education — "Reap the Flax," Burchenal (47), for 
muscular control and appreciation of the harvesting industries. 

Christmas. 

Manual Training — Christmas presents. Suggestive : Bread 
board, articles printed with rucco blocks, box with lid for vari- 
ous purposes, whittled paper cutter, card catalog case, binder 
for stories and poems, bulbs in bowls, crocheted hairpin holder 
or doll costume, handwork in sewing, and other articles in- 
volving processes listed for the grade. Values : Appreciation 
of the season, purposive effort, using of ideas, skill in pro- 
cesses and use of tools. 

Drawing — Decoration of presents involving the use of sten- 
cil designs already made, making a stencil design, transfer- 
ring outline designs to cloth, printing articles with rucco 
blocks, lettering, spacing, pattern drawing for a Christmas 
box of some sort. Emphasis upon beauty of coloring and 
general attractiveness of product. Study Murillo's "Holy 
Family," "Children of the Shell," and "St. John and the 
Lamb," for appreciation. 

Arithmetic — Problems based upon the purchase and mak- 
ing of presents, for practice in fundamental processes, and 
study of some phase of fractions. Finding number of days 



Grade V 41 

before Christmas and in the holiday to increase skill in count- 
ing time. 

Excursions — Individual excursions to stores and bazaars 
for suggestions for presents. 

Language — Copying poems for binder to teach correct plac- 
ing of poetry on a page, to give practice in spelling in con- 
nected discourse, and in writing on unruled paper. Christmas 
letters to friends to teach selection of material from the stand- 
point of the reader and to review letter forms. Notes of invi- 
tation and acceptance, and business letters ordering gifts or 
materials as new types of letter forms. Addressing of pack- 
ages to learn how, legibility and accuracy being emphasized. 
Life of Murillo studied in connection with his pictures and re- 
produced orally by outline for practice in making an outline. 

Civics — Study of post-office. 

Literature — Wiggins's "The Bird's Christmas Carol" read 
to the children for enjoyment of good literature and for un- 
conscious effect upon ideals of Christmas joy; Lane's "Hilda's 
Christmas," Poulsson's "While Stars of Christmas Shine," 
and Thaxter's "Piccola," Three Years With the Poets, stud- 
ied by the children for the same purposes. Moore's "A Visit 
From St. Nicholas" rememorized from Second Grade for its 
worth. The following from Hazard's Three Years With the 
Poets, studied for appreciation both of the poems and 
of the religious significance of the day: Poulsson's "The 
First Christmas," "As Joseph Was a-Walking," Mulock's 
"A Christmas Carol," Tate's "While Shepherds Watched 
Their Flocks by Night," Herrick's "Christmas Carol," Low- 
ell's "A Christmas Carol," Brooks's "O Little Town of Beth- 
lehem." Two of the above poems selected by the children 
and memorized both for their own worth and to make the 
children conscious of a method of memorizing. 

Reading — Oral reading of the above poems to stress ex- 
pression of the meaning and, therefore, to avoid the sing-song 
due to rhythm. 

Music— "Christmas Eve" (18), "Gather Round the Christ- 
mas Tree" (18), "Christmas Chimes" (40 c), "Old Christ- 
mas" (40 c), Redner's "Little Town of Bethlehem" (37 or 
42), "As Joseph Was a-Walking" (26). 

Physical Education — "Dan Tucker," Bancroft (46), for 
muscular control. 



42 Special Days 



Note — When the children reach the Fifth Grade they have 
received presents until they are inclined to expect them as a 
right, to resent not receiving them, and to appreciate them in 
proportion to their monetary value. There is also a strong 
tendency to club for official presents. In order to develop 
high ideals along these lines, Christmas giving and receiving 
are discussed in class from the ethical point of view, and mem- 
ory gems expressing the desirable Christmas spirit are learned. 

"Who gives himself with his gift feeds three, 
Himself, his hungering neighbor, and Me." — Lowell. 

"On Christmas Time," by Dickens; Hazard's Three Years 
With the Poets. 

New Year. 

Music— "New Year's Song" (39 c). 

Literature — Tennyson's "New Year's Eve," Three Years 
With the Poets , for poetic appreciation and elevation of ideals. 

Lee's Birthday. 

History — Personal incidents of Lee's life read to the chil- 
dren from Williamson's Life of Lee for acquaintance with 
the man and love for him as a man ; also for unconscious ele- 
vation of personal ideals and of the ideal of loyalty to the 
South. 

Language — "What I Live For," McGuffey's Fifth Reader, 
as a beautiful way to express some things Lee lived for. One 
stanza memorized to clinch the ideal and the music of the 
rhyme. 

Literature — Page's Two Little Confederates read to the 
class to cultivate a love for good stories, to help the children 
appreciate life conditions in the South during the war, and to 
show that loyalty for the South does not conflict with per- 
sonal friendships with people of the North. 

Music — "The Bonnie Blue Flag," Virginia Journal of Edu- 
cation, January, 1911 ; "I'se Gwine Back to Dixie." 

Drawing — Stencil drawing of Confederate flag for board 
decoration to acquaint the children with the flag and to make 
them conscious of the outline of a waving or folded flag. 

Physical Education — Military marching for muscular con- 
trol and development of the sense of rhythm. 



Grade V 43 



St. Valentine's Day. 

Drawing — Valentine forms and decorations criticized by 
the children. Pretty designs and refined pictures suggested. 
Decoration of valentines for originality of selection, beauty 
of color, and practice in the use of water colors. 

Language — Criticism and improvement of valentine verses 
as to content and form, for appreciation of refinement, 
rhythm, and rhyme. 

Music— "Valentine's Day" (26), "My Valentine" (21). 

Literature — Whittier's "In School Days" studied for ap- 
preciation and memorized by large thought units. Scott's 
"Young Lochinvar" read to the children to encourage respect 
for sentiment. "True Love Requited" and Lear's "The Owl 
and the Pussy Cat" for enjoyment of the season. 

Reading — The above poems for expression of feeling and 
distinctness of enunciation. 

Washington's Birthday. 

History — Information about Washington's private life told 
or read to the children for appreciation of the man and of his 
unofficial service to his country. 

Language — Reproduction for booklet of an incident of 
Washington's private life for improving oral and written sen- 
tence structure. Copying for booklet of selected maxims for 
emphasis upon paragraph indentations and margins and prac- 
tice in writing on unruled paper. 

Music — "Uncrowned Kings" (32), "Columbia, the Gem of 
the Ocean" (40 c), "America" (40 c). 

Drawing — Cover design for booklet. 

Physical Education — If needed for general school program, 
military marching for muscular control and expression of 
rhythm. 

Easter. 

Language — An information and conversation lesson about 
Easter church music and choir boys, for a wider interest, ap- 
preciation of singing as an accomplishment for boys, and for 
improvement in language through unconscious imitation of 



44 Special Days 



the teacher's usage. The life of Haydn read in connection 
with the choir boys and reproduced orally for practice in talk- 
ing connectedly by outline. 

Music— "Easter" (26); "The Choir Boy," Armstrong; 
"Lift Your Voices" (37). 

Drawing — Study Anderson's "Choir Boys" for apprecia- 
tion. Pose drawing of a choir boy. 

May Day. 

Music— "Now Is the Month of Maying" (40 c), "May 
Time" (40 c). 

Physical Education — "May Pole Dance," Burchenal (47), 
for muscular control and grace of movement. 

Language — Copying program for form and adaptation of 
writing to a given space. Account of the exercises written for 
the paper as a type of useful composition requiring accuracy 
and ease. Oral and written reproduction of Roman May Day 
as in Andrews's Ten Boys for sentence structure and use of 
other connectives than "and," "so," "then." 

Drawing — Program cover or poster. 



Grade VI 45 

GRADE VI 

Hallowe'en. 

Literature — Selections from Burns's "Hallowe'en" and 
"Tarn O'Shanter" read to class and interpreted by teacher. 

Language — Conversation in which our own customs are 
discussed and compared with those of the Scotch, to give prac- 
tice in telling things interestingly. Letter describing a Hal- 
lowe'en party, real or imaginary, for practice in writing enter- 
taining letters. 

Music — "Hallowe'en" (39 d) reviewed from Grade V for 
enjoyment. 

*Thanksgiving. 

History — History of the Pilgrims in England, Holland, and 
America. 

Language — Compositions on the Pilgrims in England, Hol- 
land, and America, especially to emphasize and give practice 
in getting unity in paragraphs and connection between them. 
Dramatization of Longfellow's "The Courtship of Miles 
Standish," giving practice in changing from indirect to direct 
quotations. Practice in writing programs and invitations. 

Literature and Reading — "The Courtship of Miles Stand- 
ish" studied for appreciation, and selections memorized by 
entire class. Used also for practice in oral expression. 
Psalm C studied and memorized. 

Drawing — Backs for Thanksgiving programs or booklets, 
to give practice in accurate space division and lettering, and in 
the decorative treatment of landscapes, either a bit of the pri- 
meval forest, or a water scene showing the departure of the 
Mayflower. 

Arithmetic — Practice in fractions as needed in dividing 
space for lettering program or booklet. 

Sewing — Dresses, caps, collars, and cuffs made to be used 
in the Thanksgiving entertainment, to give experience in cut- 

*For typical Thanksgiving programs, as given by Grade VI, see page 
56. 



46 Special Days 



ting by patterns, running seams, French felling, hemming, 
putting on bindings, sewing skirt to waist, and putting in 
sleeves. 

Music — "We Thank Thee" (26), to review and give prac- 
tice in Key of B flat; "Praise God" (40 c), with special atten- 
tion to change in time signature; "The Landing of the Pil- 
grims" (41 b), for special work on expression; "Spin, Lassie, 
Spin" (40 c), for practice in sight reading in Key of E; "In 
Holland" (Art Cycles), taught by rote, if needed for pro- 
gram. 

Physical Education — Crawford's "Harvest Dance" (48), 
with Grade VII. 

Christmas. 

Language — Oral and written language work on Christmas 
customs in old England and other European countries, as 
Germany, France, Holland, Norway, and Sweden, for vivid- 
ness of description and special practice in the use of commas. 
Study of figurative language, especially simile and metaphor, 
in Lowell's "The Vision of Sir Launfal." 

Literature — Lowell's "The Vision of Sir Launfal" studied 
for the beauty of the language and the splendid Christmas les- 
son as to the right sort of giving. Selections from this memo- 
rized, and also the description of an old English Christmas 
from Scott's "Marmion." "The Oak of Geismar," the story 
of the first Christmas tree, read to class for appreciation. 

Reading — Parts of "The Vision of Sir Launfal" and appro- 
priate Robin Hood ballads read, for practice in giving the 
thought in poetry and rhyme. 

Drawing — Backs for Christmas booklet designed and made 
for further practice in space division and lettering, and the 
selection and working up of appropriate design, as boar's 
head, old English carol singer, or stencil design, using holly 
or mistletoe. Calendars and match scratches decorated with 
original snow scenes in tones of gray, or scenes cut from 
drawing book and colored, for practice in selecting, mixing, 
and putting on color. 

Music — Old English carols, as "Christmas Day in the 
Morning" (35), "Christmas Carol" (20), "God Rest Ye, 
Merry Gentlemen" (42), etc., for practice in singing by note 



Grade VI 47 

and in good tone in the various keys; "Silent Night," and 
Redner's "O Little Town of Bethlehem" (43), soprano re- 
viewed and alto learned, for practice in singing in two parts. 

Sewing — Bag or whisk-broom holder embroidered and 
made, to teach the Wallachian stitch and to give practice in 
covering cardboard smoothly. 

Geography — The toy industry of Germany. 

Arithmetic — German money as needed in estimating profit 
on toys imported from Germany, to give practice in the funda- 
mental processes and in working with denominate numbers. 
A little of customs and duties in the same connection. 

Physical Education — "Sir Roger de Coverley Dance" for 
grace and ease of movement. 

Lee's and Jackson's Birthdays. 

History — Lee and Jackson compared with each other and 
with other great generals. A little talk about the causes for 
which other great generals fought and the one for which Lee 
and Jackson fought. Narrow sectional feeling discouraged. 

Literature — Father Ryan's "The Sword of Lee" memo- 
rized. 

Reading — "The Blue and the Gray," Graded Poetry 
Reader, read for oral expression. 

Music — "The Bonnie Blue Flag" and "Dixie" as published 
by the U. D. C. Songs of the nations reviewed for enjoyment. 

St. Valentine's Day. 

Language — Composition on the origin of valentine cus- 
toms, with special emphasis upon sentence structure and the 
use of "ing" and prepositional phrases. Original rhymes for 
valentines to teach meter in a simple way; simple poems 
scanned. 

Drawing — The study of appropriate designs and the mak- 
ing of attractive valentines. To secure further practice in 
pose drawing, little Dutch figures in various poses suggestive 
of appropriate rhymes may be used for decoration, Holland 
being studied about this time. 



48 Special Days 



Washington's Birthday. 

History — Brief study of colonial customs and of Mount 
Vernon and the relics of colonial days preserved there. 

Language — Composition on the Washington family in Eng- 
land and America, for further practice in making a connected, 
well-balanced short story out of a long one. Composition on 
Mount Vernon, a typical colonial home, for practice in de- 
scribing a thing from different points of view. 

Drawing — Backs for booklet, using as decoration colonial 
gentleman, done in flat tones with heavy outline. Further 
practice in lettering and spacing for speed and skill. 

Music — "The Recessional" (30), with special emphasis 
upon expression and syncopation; "God of Our Fathers, 
Whose Almighty Hand" (43), for practice in singing parts 
of the chromatic scale in the Key of F. 

Physical Education — Newton's "Minuet" (45). 

^Longfellow's Birthday. 

Language — Short written composition on the life of Long- 
fellow, stressing the selection and organization of material 
in making a long story short. Invitations and programs for 
entertainment written for practice. 

Literature — Several short poems and selections from longer 
ones by Longfellow memorized. 

Reading — Selections from "The Courtship of Miles Stand- 
ish" reviewed for fluency, and selected poems from The Chil- 
dren's Hour and Other Poems read for practice in sight 
reading. 

Music— "The Children's Hour," "The Village Blacksmith" 
(chorus), "She Sleeps, My Lady Sleeps" (two-part), "The 
Bridge." 

St. Patrick's Day. 

History — Story of St. Patrick and his work for Ireland. 

Music — "The Wearing of the Green," Songs of the Na- 
tions, with special attention to tone, enunciation, and breath- 
ing. 

*A typical Longfellow program will be found on page 58. 



Grade VI 49 



Drawing — "The Wearing of the Green" illustrated with 
the shamrock for practice in drawing with pen and ink. 

Language — Irish jokes told for practice in telling jokes ef- 
fectively. 

Easter. 

Language — Written composition on the origin of Easter 
and the significance of Easter symbols, to give practice in the 
use of adjective and adverbial clauses instead of a number of 
independent clauses. 

Drawing — Easter cards decorated, using early spring flow- 
ers, to give practice in painting from nature without pencil 
sketch, and in artistic arrangement of decoration. 

Music — Clayton John's "Easter" (32). 

Virginia Day, May 13. 

A program is given made up of selections from the work 
done in studying early colonial life in Virginia, such as a de- 
scription of Virginia as the first colonists saw it, an imaginary 
conversation between Raleigh and Queen Elizabeth as to the 
naming of the new colony, a sketch of Captain John Smith's 
life, short history of Virginia as a royal colony, description 
of life on an old Virginia plantation, etc. 



50 Special Days 



GRADE VII 
^Hallowe'en. 

Reading and Literature — A study of literature as influenced 
by a conception of the spirit world in its relation to our own, 
the weird and jocular phase being emphasized. The Witches' 
Scene from "Macbeth" dramatized, and "The Headless 
Horseman" from "The Legend of Sleepy Hollow" is read by 
class for oral expression. Poem, "Hants ! Child, Hants !" 
from manuscript, is read to class for enjoyment. 

History — Origin of Hallowe'en and its significance in the 
beginning as compared with the Hallowe'en celebrations to- 
day. Pictorial Review, October, 1907, page 35. 

Language — The Hallowe'en celebration written up by class 
and selection made for publication in the school magazine, to 
afford opportunity for vivid yet brief narration. 

Industrial Work — Pumpkins cut for decorations and for 
use in Jack-o'-lantern drill, to give practice in the skillful hand- 
ling of knife for producing facial expression. Costumes for 
drill made from old sheets, to give practice in improvising in- 
expensive costumes. 

Drawing — Blackboard border for stencil design, using Hal- 
lowe'en symbols. Units made by entire class, and one se- 
lected for use. 

Physical Education — Jack-o'-lantern drill, Normal Instruc- 
tor, October, 1906. 

Music — "Hallowe'en" (39 d) re-used for program. 



Thanksgiving. 

History — Our American Thanksgiving traced from 1621 
until the present. President's proclamation read with the 
class. 

Bible — The three Jewish feasts studied at this time, special 
attention being given to the Feast of the Tabernacles. 

*A typical Hallowe'en program is given on page 56. 



Grade VII 51 

Music — "For the Beauty of the Earth" (42 or 43), selec- 
tions from (44). 

Physical Education — "Harvest Dance" (48) with Sixth 
Grade for grace of movement. 

Christmas. 

Bible — Systematic study of Christ's life begun with the 
accounts of His birth as given by Matthew and Luke. Har- 
mony of Gospels noted. Perry pictures used. 

Literature and Reading — The spirit of Christmas taught 
through reading and dramatizing Dickens's "A Christmas 
Carol," Van Dyke's "The Mansion," and "The Other Wise 
Man," are read to class for enjoyment and appreciation. 

Language — Original stories written for the fourth grade 
children preceded by one or two oral lessons in which are 
discussed the kinds of stories that appeal to children, also the 
style of writing they like best. (Stories require narration 
with rapid action and much conversation. Description made 
vivid through careful choice of modifiers). Another oral les- 
son is given in which class recalls European customs studied 
in sixth grade, noting especially the ones we have adopted. 
Following this an appreciation of the universality of Christ- 
mas, better expressed, is gained through a study of Phillips 
Brooks's "Everywhere, Everywhere, Christmas To-night." 
Poem memorized. 

Music— Gruger's "Silent Night" (43), Hofer's "What 
Child Is This?" (35), L. H. Redner's "O Little Town of 
Bethlehem" (43), "Cantique de Noel" (40 d), "The Yule 
Log" (42). 

Drazving — A book or magazine cover in conventional de- 
sign from poinsettia — designs original. 

Physical Education — "Holly Wreath Drill." 

Manual Training — Bedroom slippers crocheted for gifts — 
slipper stitch. 

*Lee's and Jackson's Birthdays. 

History — The story of both lives reviewed and extended to 
include their Civil War career. 



*For typical Confederate Day program, see page 57. 



52 Special Days 



Language — Short biographical sketch of each life, stress- 
ing the service of each during the Civil War. Class debate 
on the question : "Resolved, That the Civil War resulted in 
the making of a greater nation," to suppress bitterness of sec- 
tional feeling and give further practice in argumentation. 

Literature — "The Conquered Banner" and "The Sword of 
Lee," the latter re-used from Sixth Grade. 

Reading — "Mars Robert Is Asleep," "Let Us Cross Over 
the River," and Lee's "Farewell Address to His Army." 

Music — "Stonewall Jackson's Way," "The Bonnie Blue 
Flag," "Tenting To-night," "Lorena," and "Dixie." 

Drawing — Confederate flags painted. 

Material for program may be had from War Songs and 
Poems, by H. M. Wharton. Words to "Dixie" as published 
by the U. D. C. 



St. Valentine's Day. 

Language — Suggestions for entertaining at this season re- 
ported by class and supplemented by teacher. Games de- 
scribed and favors suggested. Lesson largely conversational, 
with a view to gaining ease of expression and clearness in 
description. 

Drawing — Original designs made for valentine favors to 
be used at parties given in the home. 

Music — "A Valentine" (in two parts), (41 c). 



Washington's Birthday. 

History — Washington's contribution to our country as sol- 
dier and statesman. Homes in which he was quartered dur- 
ing the Revolution, Craigie House at Cambridge and New- 
burgh on the Hudson, as they are to-day. Story is told class 
of the building of Washington's Monument at Washington. 

Music— "Land of Greatness" (40 d), "Washington" (42), 
"God, Guard Columbia" (42). 



Grade VII 53 



Easter. 



Bible — Study of Christ's life concluded with Passion Week 
and the accounts of the resurrection as given in the four Gos- 
pels. Practice in using Bible concordance is given here. 
Perry pictures are used. 

Music — "The Palms," "The Resurrection," sheet music by 
Albert J. Holden; Lyra Dividica's "Christ the Lord Is Risen 
To-day" (43). 

Literature — "A Handful of Clay," from Van Dyke's Blue 
Flower read to class. 



TYPICAL SPECIAL DAY PROGRAMS 

[Note: The following programs are given as suggestions and not as 
directions. As- the work of the same grade varies somewhat from year 
to year with different groups of children, so the programs of the Train- 
ing School vary, for the programs are always in large part summaries 
of the regular school work. Even greater variance will be found between 
the work and programs of different schools. Rarely, if at all, could 
another school profitably use any of the following programs just as 
they are printed.] 

*TYPICAL PROGRAM FOR PATRONS' DAY 
Grade V. 

1. Composition A brief paragraph of welcome 

A pupil 

2. Presentation of Programs of the Exercises 

Each child to his parents 

3. Song Suitable to the Season 

All the pupils 

4. Incidents from the Lives of Columbus, Pizarro, Raleigh, and La Salle 

Four pupils, respectively 

5. Map Illustration, 

Parts of the New World Explored by European Powers 
A pupil 

6. Recitation "Columbus" 

A pupil 

7. Song "America" 

All the pupils 

8. Geography Game, 

Guessing sections of Virginia and the United States from 
descriptions of their surface, climate, products, or life conditions 
All the pupils 

9. Dramatization "Meeting of the City Council of Farmville" 

Seven or more pupils 

10. Current Events Recent Floods in the Middle West 

A pupil 

11. Original Compositions, On some interesting experiences of the writers 

A boy and a girl 

12. Fire Drill 

All the pupils 

13. Speed and Accuracy Contest Arithmetical processes 

As many pupils as practicable 

14. Statement, 

Difference between a commission merchant and a retail grocer 
A pupil 



*The program for this day is designed especially to give the parents 
an idea of the more formal work of the school, and is therefore largely 
made up of material used in the regular classes. Every child participates 
in the program in several ways, and, as far as possible, the work exhibited 
is the regular work of the whole class rather than a few specially copied 
papers of the best pupils. 



Typical Programs 55 



15. Oral Arithmetic Problems based on local conditions 

All the pupils 

16. Reading "A Lively Sled-Ride" 

Five pupils 

17. Recitation "In School Days" 

Four pupils 

18. Statement, What We Are Doing to Improve Our School Surroundings 

A pupil 

19. Brief Explanation of the Exhibit of School Work in the Room 

A pupil 

20. Baseball Spelling Match 

All the pupils 

21. Exhibit of School Work, 

Examination of the work by the parents, directed by the pupils 

22. Social Enjoyment 

Everybody 

Sources of material for Patrons' Day program : 

(Note: The numbers correspond to the numbers on the above program.) 

1. The best composition selected from those written by the whole class. 

2. The programs are written and decorated by the pupils in the 
regular writing and drawing classes. 

3. Selected by the children from the songs learned in the music class. 
Modern Music Series, Second Reader. 

4. Gordy's American Explorers, the class text-book. 

5. A McKinley outline map (McKinley Publishing Co., Philadelphia) 
colored with crayon to show the parts of the country explored by the 
nations, respectively. An outline map drawn on the board or on heavy 
Manila paper serves as well. 

6. Any collection of J. Miller's poems. Also given in many readers. 

7. Class text-book, Modem Music Series, Second Reader. 

8. This geography game affords an excellent opportunity to review in 
an interesting way what has been learned in preceding lessons about the 
various sections of Virginia and the United States. 

9. Playing council meeting is done after a visit to the city council, in 
connection with the study of its officers and their duties. 

10. Based upon the discussion of current events in opening exercises. 

11. Selected by the pupils from those written by the whole class on 
subjects chosen by the children. 

12. The regular drill for safety in case of fire. 

13. The arithmetical processes included in this board contest are the 
fundamental processes learned in the lower grades or the new processes 
learned in the fifth grade. 

14. The result of a visit to a commission store and of the class work 
in simple commission. 

15. Problems asked by the teacher and related to the child's immediate 
surroundings. 

16. The class text-book, The Heath Readers, Book Five. 

17. The class text-book, Hazard's Three Years With the Poets. 

18. Oral composition in the language class. 

19. Same. 

20. Manuscript. The words used are those of the regular spelling 
work. 

21. Regular class work of the children. 



56 Special Days 



HALLOWE'EN 
Grade VII. 

Song "Hallowe'en" 

Short talks on "Ghosts in Literature." 

Dramatization "Witches' Scene" from "Macbeth" 

Recitation "Hants ! Child ! Hants !" 

Drill and March "Jack-o'-lantern" 



THANKSGIVING 
Grade VI. 

I. A dramatization of "The Courtship of Miles Standish." 

ACT I. Scene 1 — Miles Standish's Home. Standish makes his request 
of John Alden. Scene 2 — A Strip of Woods and Priscilla's Home. Alden 
carries the Captain's message to Priscilla. Scene 3 — Standish's Home. 
Alden reports the result of his visit; Standish is summoned to the 
Council. 

ACT II. Scene 1 — Council Chamber. Challenge to war is accepted. 
Scene 2 — Woods near the Seashore in Early Morning. Standish and 
his Army march to battle. Scene 3 — Same scene later. Pilgrims say 
good-bye to Mayflower; Priscilla and John Alden decide to be friends. 

(Seven to eight months elapse between Acts II and III.) 

ACT III. Scene 1 — Priscilla's Home. Alden loves and serves in 
silence ; news of Standish's death is brought. Scene 2 — The Church. 
Priscilla and Alden are married ; Standish returns and they renew their 
friendship. 

Note: Dealing as it does with adult thoughts and feelings, this pro- 
gram requires a markedly sensible attitude on the part of teacher and 
pupils; and unless this attitude prevails it should not be given. 

II. The Pilgrims and the First American Thanksgiving. 

Song "Praise God" 

Composition "The Pilgrims in England" 

Tableau Interior of Dutch Home 

Song "In Holland" 

Composition, 

"The Embarkation from Holland, and the Voyage to America" 

Song "The Landing of the Pilgrims" 

Tableau Pilgrim Home, Priscilla Spinning and Singing 

Solo "Spin, Lassie, Spin" 

Composition "The First Thanksgiving" 

Song "We Thank Thee" 



Typical Programs 57 



TYPICAL PROGRAMS FOR CHRISTMAS 

[Note: Christmas is the Day of days and its proper observance is 
controlled by a spirit which is a combination of reverence and good feel- 
ing. It is one of the best days for a general program in which as many 
as practicable of the pupils of the entire school join.] 

I. A typical program is "The Children's Messiah," which 
was given December 19, 1911, by the Normal School Glee 
Club and pupils of the Training School, assisted by members 
of the Faculty and the Kindergarten Training Class. This 
program as given was a combination of music, stories, and 
stereopticon views portraying the life of Christ. Either music, 
pictures, or stories could be given separately. The material 
will be found in Hofer's Christ Child in Art, Song, and Story, 
published by Clayton F. Summy Co., Chicago. Colored slides 
may be rented from Frances E. Farrar, East Hill, Elmira, 
New York. 

Schools that include several pupils in the High School 
grades might well consider giving this program. 

II. A program that is typical of the Christmas celebra- 
tions prepared by individual grades is "Santa's Visit to Fa- 
vorite Children," a dramatization worked out and given by 
the Second Grade of the Training School, Farmville, Vir- 
ginia; Elizabeth Falls, supervisor. This dramatization is pub- 
lished in full in the Virginia Journal of Education, November, 
1912. 



TYPICAL CONFEDERATE DAY PROGRAM 
Grade VII. 

Song "The Bonnie Blue Flag" 

Compositions "Lee and Jackson through the Civil War" 

Recitation "The Sword of Lee" 

Song "Jackson's Way" 

Short talk on "The South As the Battleground." 

Song "Lorena" 

Reading "The Conquered Banner" 

Debate, 

"Resolved, That the Civil War resulted in the making of a greater 
nation" 
Song "Dixie" (words adopted by the U. D. C.) 

Note: Materials for program may be had from "War Songs and 
Poems," by H. M. Wharton. Words to "Dixie" published by the U. D. C 



58 Special Days 



TYPICAL JOINT PROGRAM FOR WASHINGTON'S 

BIRTHDAY 

Kindergarten and First Grade. 

Part I (Kindergarten). 

Marching with flags, soldier caps, and badges. 
Marching by twos and fours. 

Children form in lines singing, "Forward, March, Boys." 
Waving flags to the music of "America" and "Dixie." 

Part II (Grade I). 

Motion song with flags. 

Brief facts, incidents, and maxims of George Washington's life related 
by class. 
Dramatization of "Betsy Ross and George Washington." 
"Soldier Boy," a marching game. 



TYPICAL MARCH PROGRAM 
Grade IV. 

Introduction (explaining how the poems and songs were learned in 

connection with the month's work) By one of the girls 

Song— "Easter" (26) Class 

Poems Recited by members of class 

1. "Spring Waking" 

2. "The Alder by the River" 

3. "The Violets" 

4. "The Laughing Chorus" (Poem) 

5. "Who Has Seen the Wind?"— (Rossetti) 

6. "The Winds of March" 

Story, "The Four Winds" (Indian legend) Told by a boy 

"The Winds," Hiawatha Read by a boy 

"March is Merry" (Poem) One of the girls 

"Wind Song" (Stevenson) (40 a) Class 

Dance, "German Hopping Dance" Class 



TYPICAL LONGFELLOW PROGRAM 
Grade VI. 

Composition — "Longfellow's Life through His Poems" (Quotations 
from "My Lost Youth," "To the River Charles," "To the Avon," "From 
My Armchair," "Footsteps of Angels," "The Builders," "Resignation," 
and other poems). 

Song "The Children's Hour" 

Recitation "My Lost Youth" 

Reading (illustrated by life pictures) — "The Lover's Errand," from 
"Courtship of Miles Standish." 

Song — "She Sleeps, My Lady Sleeps," or "Stars of the Summer Night." 



Typical Programs 59 

TYPICAL MAY DAY PROGRAM 

All Grades. 
Friday, May 2, 1913, 4:30 p. m v on the Campus. 

I. Entering March All grades 

II. Opening Chorus — "May Is Here" All grades 

"Now Is the Month of May". Grades III and VIII 

III. Crowning of the Queen : 

1. Procession Grade IV 

2. Song — "Crown Her, O Crown Her" Grades III and IV 

3. The Crowning Grade VI 

IV. Song— "Hail to the Queen" Grades III to VIII 

V. Dance — "May Time" Grade III 

VI. Dance — "Mazurka I" Grade IV 

VII. Dance — "Lads and Lassies" Kindergarten 

VIII. Dance — "First of May" Grade I 

IX. Dance — "Tantoli" Grade II 

X. Dance — "Schottische" Grade V 

XL Dance — "Weaving - Dance" Grade VI 

XII. "May Pole Dance" Grades VII and VIII 

XIII. Song — "Sing, Happy Children" Grades III and IV 

THE PEACE DAY PROGRAM 

A program for the celebration of Universal Peace Day, May 18, will 
be found in the government Peace Day Bulletin, compiled under the 
direction of the Bureau of Education by Mrs. Fannie Fern Andrews, 
Secretary of the American School Peace League. It also contains much 
valuable material and a list of books and pamphlets to be used in the 
study of the Peace Movement and in preparing the Peace Day Pro- 
gram. It will be sent to teachers free upon request. Address Govern- 
ment Printing Office, Washington, D. C. 

Lucile Gulliver's The Friendship of Nations (Boston, D. C. Heath & 
Co., 60c.) will furnish very interesting supplementary reading to be used 
in preparing discussions or debates. It is attractively printed and illus- 
trated, and should be in every school library. 

In Grades IV, V, VI, and VII, history, civics, current events, and the 
literature and geography of war are studied in such ways as to reveal 
the uselessness and cruelty of war rather than its romance and attrac- 
tiveness. The celebration of Peace Day on May 18 draws together these 
lines of work toward the close of the school year and impresses the 
gospel of peace among nations in much the same way that the Christmas 
celebration in the midst of the year impresses the gospel of peace among 
individuals. It gives a natural culminating point for much of the 
year's work. 

If a debate is held on this day, particular care is taken to select a 
question that will not necessitate some of the debaters upholding war. 
For a pupil to argue against peace will defeat the purpose of the cele- 
bration of Peace Day for that pupil, at least, and perhaps for many 
others. The best questions for debate are the live ones which often 
present themselves in the study of international affairs in current events. 
To keep in touch with such things each pupil subscribes to the school- 



60 Special Days 



children's newspaper, Current Events (published weekly by the Educa- 
tional Press Co., Springfield, Mass., 30 half-year subscriptions, 10c. each). 
The pupils choose the question for debate from a list made up with the 
help of the teacher in the current events class. Some specimen ques- 
tions are given below : 

Resolved, That the United States should submit to arbitration the 
question of Panama tolls. 

Resolved, That armaments are necessary to preserve peace. 

Resolved, That all questions of international dispute should be sub- 
mitted to arbitration. 

Resolved, That the United States should abolish her standing army, 
except what is necessary for police purposes. 

Resolved, That the great powers should manufacture their own mili- 
tary and naval equipment. 



OTHER SPECIAL DAYS 
(Not yet provided for in the Outline) 



Virginia Bird Day, May 4 

"Suggested Program for Bird Day," furnished by the Audubon Society 
of Virginia, will be found in the Virginia Journal of Education, April, 
1913, p. 294. 

"Junior Audubon Societies," by Katherine H. Stuart, an article explain- 
ing how to organize school children for the protection of birds, appeared 
in the same Journal for March, 1913, p. 248. The observance of Bird 
Day is a part of the work suggested. 

Write for leaflets and information to Mrs. W. E. Harris, President 
and Secretary, Virginia Audubon Society, 1039 Grace Street, Richmond, 
Virginia. 

Arbor Day 

"Arbor Day Suggestions," Hampton Leaflets, November, 1907, gives 
excellent material for this program. It is distributed free for the asking 
by Hampton Institute Press, Hampton, Virginia. 

The Plan Book, Intermediate, for April, pages 1013 to 1029, is also 
available. Published by A. Flanagan Company, Chicago, 25 cents. 



SOURCES OF SONGS AND GAMES 

[Note: Practically any of the books can be secured through any large 
dealer such as The White-Smith Music Publishing Co., 13 E. 17th St., 
New York City. Their catalog is very helpful and may be had for the 
asking. Sheet music may be secured from Theodore Presser, Chestnut 
St., Philadelphia.] 

1. Song Development for Little Children Ripley and Hearts 

2. Small Songs for Small Singers Neidlinger 

3. Song Primer Bentley 

4. Finger Plays Poulsson 

5. Mother Goose Melodies - Elliot 

6. Mother Goose Songs - Crownshield 

7. Song Stories for the Kindergarten Hill 

8. Songs and Music— Mother Play Blow 

9. Merry Songs and Games Hubbard 

10. Timely Games and Songs for the Kindergarten .Reed 

11. Ring Songs and Games - Clifford 

12. Songs of a Little Child's Day Poulsson 

13. Holiday Songs Poulsson 

14. Songs of Happiness Bailey 

15. Songs and Games for Little Ones Walker and Jenks 

16. Song Echoes from Child Land Walker and Jenks 

17. Song Series, Book 1 Bentley 

18. Song Series, Book 2 Bentley 

19. Songs of the Child World, Book 1 _ Gaynor 

20. Songs of the Child World, Book 2 Gaynor 

21. Lilts and Lyrics Gaynor 

22. Songs for Little Children, Part 1 Eleanor Smith 

23. Songs for Little Children, Part 2 Eleanor Smith 

24. Nature Songs for Children Knowlton 

25. (a) Children's Singing Games, Old and New Hofer 

(b) Folk Games and Dances 

26. Songs in Season George 

27. Earth, Air and Sky, Book 1 Neidlinger 

28. Earth, Air and Sky, Book 2 Neidlinger 

29. Songs Every One Should Know Johnson 

30. Beacon Song Series, Book 2 _ Griggs 

31. The Laurel Music Reader Tomlins 

32. The Laurel Song Book Tomlins 

33. Folk Songs and Other Songs for Children Whitehead 

34. One Hundred Folk Songs Gilbert 

35. Christ Child in Art, Story and Song Hofer 

36. Christmas Carols and Hymns Damn 

37. Hymns and Tunes for Schools Turner 

38. New Educational Series : 

(a) First Reader 

(b) Second Reader 

(c) Third Reader 

39. Eleanor Smith Course: 

(a) First Book 

(b) Second Book 

(c) Third Book 

(d) Fourth Book 



62 Special Days 



40. Modern Music Series : 

(a) Primer 

(b) First Book 

(c) Second Book 

(d) Third Book 

(e) Alternate Third Book 

(f) Fourth Book 

41. New American Readers : 

(a) First Book 

(b) Second Book 

(c) Third Book 

(d) Fourth Book 

42. Manuscript. Source not known, but copies may be secured from the 

Principal at the cost of copying and mailing. 

43. Methodist Hymnal. 

44. School Music Leaflet for Special Days, sold by P. C. Hayden, Keo- 

kuk, Iowa. 

45. Graded Games and Rhythmic Exercises Newton 

46. Games for the School Bancroft 

47. Folk Dances and Games Burchenal 

48. Folk Dances and Games ..Crawford 



SEP 30 1913 



